Transcript Multiple Definitions for Success

VIRGINIA'S COMMUNITY COLLEGES
DEVELOPMENTAL EDUCATION MATH REDESIGN
What we know, what we're learning and where we're headed...
Dr. Van Wilson
Thomas MacKay
National Conference on
Acceleration in
Developmental Education
June 19, 2014
PRESENTATION OUTLINE
•
•
•
•
•
Introduction
Update on Student Outcomes
Developmental Math Dashboards In Quinn
Integrating Student Support
Next Steps
UPDATE ON STUDENT OUTCOMES
DEVELOPMENTAL EDUCATION ANNUAL REPORT (2011)
WHERE WE STARTED...
IDENTIFYING A GAP IN KNOWLEDGE…
• 57% of Fall 2007
FTIC Cohort placed
into developmental
mathematics
• 34% placed into
developmental
reading and writing
English
Only, 6%
Math
Only, 29%
College
Ready,
15%
Did Not
Take, 22%
Math and
English,
28%
OF STUDENTS PLACING INTO
DEVELOPMENTAL COURSES…
100%
80%
60%
70%
68%
48%
40%
20%
0%
Reading
Writing
Mathematics
2007 Cohort
Percent Passing Developmental Course on First Attempt
WHAT HAPPENS TO THESE STUDENTS?
SUCCESS
WHAT HAPPENS TO
THESE STUDENTS?
DEVELOPMENTAL
STUDENTS
31%
graduate
or transfer
7 out of 10
do not graduate
or transfer
COLLEGE-LEVEL ONLY
STUDENTS
42%
graduate
or transfer
6 out of 10
do not graduate
or transfer
VCCS REDESIGN CHRONICLED
Mathematics
Recommendations Issued
English
September 2009
Vision Established
August 2010
June 2011
Curriculum Determined
Winter 2011
Fall 2011
Fall 2011
Fall 2012
Spring 2012
Spring 2013
DMIST - Spring 2012
RISE – Spring 2013
December 2012
forthcoming
Placement Tests Launched
New Courses Offered
Early Feedback Gathered
Data Analysis Begun
THREE DETF GOALS
1
2
3
• Reduce need for
developmental
education
• Reduce time to
complete
developmental
education
• Increase number of
developmental
education students
graduating or
transferring within
four years
MEASURES OF SUCCESS
For Goal 1:
For Goal 2:
Placement Results
Success in
Developmental
(COMPLETED:
SEE SNAPSHOT
#24)
(COMPLETED:
SEE SNAPSHOT
#26)
For Goal 3:
Success in College
Work
For Goal 4:
Outcome Success
(Graduation or
Transfer)
Overarching Developmental Education Goals
and Measures of Success
Goal
Broad areas of
success
Measures
1. To reduce the overall need
for developmental education
Placement results
1.1. Placement test results and select cohort characteristics disaggregated by
placement test results and course-taking patterns in first academic year.
2. To design developmental
education in a way that
reduces the time to complete
developmental coursework
requirements
Success in
developmental
courses
2.1. Percent passing developmental course on first attempt
2.2. Percent of W, U, R returning and passing same course
2.3. Overall success rates in individual developmental courses
Success in college
work
3.1. Percent passing 80% or more of credits attempted in first term
3.2. Persistence rates – fall to spring and fall to fall
3.3. Comparison by developmental education status of success rates for
students who enrolled in college English or mathematics courses by end of
year 2
3.4. Percent passing any college English or mathematics course on first
attempt and eventually
Outcome success
4.1. Overall graduation or transfer rates
4.2. Percent earning an associate degree or certificate within 4 years
4.3. Percent transferring to a four-year institution within 4 years
3. To increase graduation and
transfer rates for students
first enrolled in
developmental courses
STUDENT SUCCESS SNAPSHOT #24: DEVELOPMENTAL MATH TESTING & PLACEMENT
FOR GOAL #1:
PLACEMENT RESULTS
VPT-MATH PLACEMENT
CALCULUS TEST
PLACEMENT T1
PLACEMENT T2
Placed
D1: Fractions
D6: Exponents, Factoring,
and Polynomials
D2: Decimals
D7: Rational Expressions
and Equations
D3: Pre-Algebra
D8: Rational Exponents
and Radicals
D4: Basic Algebra
D9: Functions, Quadratic
Equations
D5: Graphs and
Systems
Placed
Placed
Placed
MATH READINESS BY MODULE
As of December 12, 2013
Between November 1, 2012 and October 31, 2013
Prior to January 15, 2012
96%
96%
95%
Unit 0: Whole Numbers
59%
59%
55%
Unit 1: Fractions
69%
69%
65%
Unit 2: Decimals & Percents
56%
55%
49%
54%
53%
46%
51%
52%
46%
Unit 3: Algebra Basics
Unit 4: Inequalities
Unit 5: Linear Equations
Unit 6: Exponents, Factoring, & Polynomial Equations
28%
Unit 7: Rational Expressions
28%
35%
35%
35%
36%
30%
37%
36%
29%
Unit 8: Rational Exponents & Radicals
Unit 9: Quadratic Equations
Calculus
36%
35%
3%
3%
2%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90% 100%
STUDENT SUCCESS SNAPSHOT #26: STUDENT PERFORMANCE IN REDESIGNED
DEVELOPMENTAL MATH COURSES
FOR GOAL #2:
SUCCESS IN DEVELOPMENTAL
COHORT: SUCCESS IN
DEVELOPMENTAL COURSES
• Over 68% of students
who placed into
developmental math
attempted at least one
of the units they needed
in the first four terms.
COHORT: READINESS FOR
COLLEGE-LEVEL MATH COURSES
• 56% of students in the
total study cohort either
successfully completed
their required
developmental math
units or were collegeready by the end of
spring 2013.
OVERALL: PROGRESS TOWARD
COLLEGE-LEVEL MATH COURSES
• Students enrolling in
developmental math who
made progress increased
from 50% in fall 2011 to
65% in fall 2012.
OVERALL: ATTEMPTED
COMPARED TO COMPLETED
• The average number of
developmental math credit
hours attempted reduced
from 4.2 in fall 2011 to 2.8 in
fall 2012.
• The average number of
developmental math credit
hours completed within a
semester stayed the same.
Developmental Math Credit Hours
Attempted and Completed
4.5
4
3.5
3
2.5
2
1.5
1
0.5
0
4.2
2.8
2.1
Fall 2011
2.1
Fall 2012
Average Credit Hours Attempted
Average Credit Hours Completed
COMMUNITY COLLEGE RESEARCH CENTER
FOR GOAL #3:
SUCCESS IN COLLEGE-LEVEL
PERCENTAGE OF STUDENTS WHO PLACED INTO AND
SUCCESSFULLY COMPLETED COLLEGE MATH
18%
11%
8%
5%
3%
Overall
Liberal Arts
Pre-Redesign
Fall 2010 (N=19,059)
3%
STEM
Post-Redesign
Fall 2012 (N=20,457)
VCCS FUTURE RESEARCH
• Goal #3: Success in College Work
Anticipated publication: February 2015
• Goal #4: Outcome Success (Graduation or Transfer)
Anticipated publication: October 2015
CCRC RESEARCH
Thomas MacKay,
Decision Support System Director
QUINN DEVELOPMENTAL EDUCATION
REPORTING STRUCTURES
What is Quinn?
The VCCS Decision Support System, which is a complex data
warehouse supporting 23 community colleges
Includes modules for Financial, Student, Financial aid, and
HR data, which pull data directly from PeopleSoft systems
Intended to provide data to decision makers at all levels of
the system, which is self service, timely, and interactive
Utilizes an easy to use interface for access to complex data
Based on commercial system with heavy customization
Quinn Data for Developmental Education
Existing Data
• Already in Quinn Student Module
• Uses course enrollment and credit
New Developmental
Education Data
Structure
• New structure in development
• Placements, status, course success
• By high school, gender, ethnicity, age
New Developmental
Education
Dashboard
• New dashboard built on new data structure
• Encompasses Math and English reporting
Next steps
• When will it be released
• What’s upcoming for additions to the data structure
Since May 2013
EXISTING STUDENT EXECUTIVE
DASHBOARD
Quinn Student Dashboard
Student Dashboard – Course Activity
Coming Soon!
NEW DEVELOPMENTAL DATA
REPORTING STRUCTURE
Data Structure
Dimensions – things we
count by
•
•
•
•
•
•
•
•
Institution
Term
Status
Placement
High School
Gender
Age
Ethnicity
Measures – things we
count
• Cumulative credits
attempted (math/eng)
• Cumulative credits
earned (math/eng)
• Cumulative success %
(math/eng)
• Distinct student count
Placements Tracking
Math BSK,
MTE1-MTE9
Not Tested
Not Placed
Placed
English
ENF1, ENF2,
ENF 3
Not Tested
Not Placed
Placed
Defining Developmental Status:
What is Success?
Multiple
Definitions for
Success
Multiple
Course Paths
Multiple Exit
Points
Multiple
Recording
Methods
Basically,
Multiple
Everything!
Definitions for Success…
Multiple Definitions for Success
• Completion of needed prerequisite
developmental courses
• Completion of ALL placed developmental
courses
• Transition to college Math or English
• Successful completion of college Math or
English
Multiple
• Graduation or transfer
Definitions for
Success
Multiple Exit
Points
Multiple
Course Paths
Multiple
Recording
Methods
Basically,
Multiple
Everything!
Multiple Course Paths
Multiple Course Paths
•
•
•
•
Multiple
Definitions for
Success
Multiple Exit
Points
MTE
MTT
Multiple college level Maths
Transitional course differs based on
Multiple
academic program
Course Paths
Multiple
Recording
Methods
Basically,
Multiple
Everything!
Multiple Exit Points
Multiple
Definitions for
Success
Multiple
Course Paths
Multiple
Multiple Exit Points
Multiple Exit
Recording
Points
• Not all placed courses are required to
enter
Methods
the necessary Math courses for an
Basically,
academic program
Multiple
• Has a student completed developmentalEverything!
education if they finished the units they
need?
• What if they come back later to take
another program that requires the
remaining developmental courses?
Multiple Recording Methods
Multiple
Definitions for
Success
Multiple
Course Paths
Multiple Recording Methods
Multiple
• Recording
MTE classes match the placement units, so
Methods
credits earned can identify satisfaction
Basically,
• MTT classes aren’t distinct to the units being
Multiple
Everything!completed, so other methods are used:
• Test Score Entry
• Student Group Entry
• Some colleges record Student Groups for
MTE class completion as well
Multiple Exit
Points
Other Issues Too!
Multiple
Definitions for
Success
Multiple
Course Paths
Multiple Exit
Points
Multiple
Recording
Methods
Basically,
Multiple
Everything!
In addition to Multiple Everything…
• Some students are allowed to transition to college
level courses without completing developmental
courses
• Many students who are placed, never enroll
• Many students who are placed and enroll never take
developmental courses
• Students can take developmental courses at any
community college
Status Tracking
Never Placed
Placed
Current
Complete
Math Status Changes Upcoming!
MTE Course Credits
Test Scores (MTE/MTT)
Student Groups
College
Math
Success!
Redesign Impact on Data Structure
Math BSK,
MTE1-MTE9
Not Tested
Not Placed
Placed
Satisfied
English
ENF1, ENF2,
ENF 3
Not Tested
Not Placed
Placed
Satisfied
Status Tracking
Never Placed
Placed
Current
Complete
Coming Soon!
NEW DEVELOPMENTAL
DASHBOARD
Developmental Education Dashboard Gender 2
Developmental Education Dashboard Age
Developmental Education Dashboard –
High School 2
Developmental Education Dashboard –
Placement Analysis
To Be Determined…
NEXT STEPS
Quinn Next Steps
New data structure in production this month
Release of new developmental education
dashboard
Redesign of completion status to track math
satisfaction by unit
New measures to track terms to complete
developmental education
New Measures to track terms to complete
college Math/English
Dr. Van Wilson,
Assistant Vice Chancellor for Academic and Student Services
INTEGRATING STUDENT SUPPORT
CHANCELLOR’S
DEVELOPMENTAL EDUCATION SYMPOSIUM
• Chancellor’s Annual
Developmental Education
Symposium
– April
– National Center for
Developmental Education
– Community College
Research Center
NEXT STEPS
• Student Support Services
• Pen and Paper Placement Test
• VCCS Developmental Education
Convening
(English and Mathematics)
• Summer VPT Data Summit
• Institute Reunion
• Faculty Professional
Development
• Policy and Practice
CONTACT INFO
Dr. Van Wilson
Assistant Vice Chancellor for Academic and Student Services
[email protected]
Thomas MacKay
Decision Support System Project Director
[email protected]